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Snow, Catherine E., Ed.; Burns, M. Susan, Ed.; Griffin, Peg, Ed Preventing Reading Difficulties in Young Children. National Academy of Sciences National Research Council, Washington, DC. Commission on Behavioral and Social Sciences and Education. Department of Education, Washington, DC. ISBN-0-309-06418-x 1998-00-00 445p.; Prepared by the Committee on the Preservation of Reading Difficulties in Young Children. H023S50001 Information Analyses (070) MF01/PC18 Plus Postage. *Beginning Reading; *Classroom Environment; Early Childhood Education; Early Intervention; High Risk Students; Literature Reviews; Primary Education; *Reading Difficulties; *Reading Instruction; *Reading Research; Reading Skills; Research Needs; Teaching Methods Reading Management

ABSTRACT

Suggesting that empirical work in the field of reading has

advanced sufficiently to allow substantial agreed-upon results and

conclusions, this literature review cuts through the detail of partially

convergent, sometimes discrepant research findings to provide an integrated

picture of how reading develops and how reading instruction should proceed.

The focus of the review is prevention. Sketched is a picture of the

conditions under which reading is most likely to develop easily--conditions

that include stimulating preschool environments, excellent reading

instruction, and the absence of any of a wide array of risk factors. It also

provides recommendations for practice as well as recommendations for further

research. After a preface and executive summary, chapters are (1) Introduction; (2) The Process of Learning to Read; (3) Who Has Reading

Difficulties; (4) Predic:ors of Success and Failure in Reading; (5) Preventing Reading Difficulties before Kindergarten; (6) Instructional

Strategies for Kindergarten and the Primary Grades; (7) Organizational

Strategies for Kindergarten and the Primary Grades; (8) Helping Children with

Reading Difficulties in Grades 1 to 3; (9) The Agents of Change; and (10)

Recommendations for Practice and Research. Contains biographical sketches of

the committee members and an index. Contains approximately 800 references.

(RS)

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Preventing

Reading

Difficulties

in Young Children

Catherine E. Snow, M. Susan Burns, and Peg Griffin, Editors

Committee on the Prevention of Reading Difficulties in Young Children

Commission on Behavioral and Social Sciences and Education

National Research Council

NATIONAL ACADEMY PRESS

Washington, DC 1998

BEST COPY AVAILABLE

NATIONAL ACADEMY PRESS ziot Constitution Avenue, N.W. Washington, D.C. 20418

NOTICE: The project that is the subject of this report was approved by the Governing Board of the National Research Council, whose members are drawn from the councils of the National Academy of Sciences, the National Academy of Engineering, and the Institute of Medicine. The members of the committee responsible for the report were chosen for their special competences and with regard for appropriate balance.

The study was supported by Grant No. H023S50001 between the National Academy of Sciences and the U.S. Department of Education. Any opinions, findings, conclusions, or recommendations expressed in this publication are those of the author(s) and do not necessarily reflect the views of the organizations or agencies that provided support for this project.

Library of Congress Cataloging-in-Publication Data

Committee on the Prevention of Reading Difficulties in Young

Children. Preventing reading difficulties in young children / Committee

on the Prevention of Reading Difficulties in Young Children ; Catherine E. Snow, M. Susan Burns, and Peg Griffin, editors.

p. cm. Includes bibliographical references and index.

ISBN 0-309-06418-X (cloth) 1. Reading (Primary)United States. 2. Reading

disabilityUnited States. 3. ReadingRemedial teachingUnited States. 4. Reading comprehensionUnited States. 5. Word recognition. I. Snow, Catherine E. II. Burns, M. Susan (Marie

Susan) III. Griffin, Peg. IV. Title. LB1525.76 .C66 1998

372.4ddc21

98-9031

Additional copies of this report are available from National Academy Press, 2101 Constitution Avenue, N.W., Lockbox 285, Washington, D.C. 20055. Call (800) 624-6242 or (202) 334-3313 (in the Washington metropolitan area). This report is also available online at

Printed in the United States of America Copyright 1998 by the National Academy of Sciences. All rights reserved.

COMMITTEE ON THE PREVENTION OF READING DIFFICULTIES IN YOUNG CHILDREN

CATHERINE SNOW (Chair), Graduate School of Education, Harvard University

MARILYN JAGER ADAMS, GTE Internet Working Group, and Visiting Scholar, Harvard University

BARBARA T. BOWMAN, Erikson Institute, Chicago, Illinois BARBARA FOORMAN, Department of Pediatrics, University of Texas,

and Houston Medical School DOROTHY FOWLER, Fairfax County Public Schools, Annandale,

Virginia CLAUDE N. GOLDENBERG, Department of Teacher Education,

California State University, Long Beach EDWARD J. KAME'ENUI, Department of Special Education, University

of Oregon, Eugene WILLIAM LABOV, Department of Linguistics and Psychology,

University of Pennsylvania RICHARD K. OLSON, Department of Psychology, University of

Colorado, Boulder ANNEMARIE SULLIVAN PALINCSAR, School of Education, University

of Michigan, Ann Arbor CHARLES A. PERFETTI, Department of Psychology, University of

Pittsburgh HOLLIS S. SCARBOROUGH, Brooklyn College, City University of New

York, and Haskins. Laboratories, New Haven, Connecticut SALLY SHAYWITZ, Department of Pediatrics, Yale University KEITH STANOVICH, Ontario Institute for Studies in Education,

University of Toronto DOROTHY STRICKLAND, Graduate School of Education, Rutgers

University SAM STRINGFIELD, Center for the Social Organization of Schools,

Johns Hopkins University ELIZABETH SULZBY, School of Education, University of Michigan,

Ann Arbor

M. SUSAN BURNS, Study Director PEG GRIFFIN, Research Associate SHARON VANDIVERE, Project Assistant

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